Implicitly learning when to be ready: From instances to categories.

ABSTRACT: There is growing appreciation for the role of long-term memory in guiding temporal preparation in speeded reaction time tasks. In experiments with variable foreperiods between a warning stimulus (S1) and a target stimulus (S2), preparation is affected by foreperiod distributions experienced in the past, long after the distribution has changed. These effects from memory can shape preparation largely implicitly, outside of participants' awareness. Recent studies have demonstrated the associative nature of memory-guided preparation. When distinct S1s predict different foreperiods, they can trigger differential preparation accordingly. Here, we propose that memory-guided preparation allows for another key feature of learning: the ability to generalize across acquired associations and apply the

SUBMITTER: Kruijne W 

PROVIDER: S-EPMC9038822 | biostudies-literature | 2022 Apr

REPOSITORIES: biostudies-literature